Social: Social Cognition and Teamwork - Foundations for Designing User-Centered Systems - page 244

8.3 You are managing a soccer team, where daily training routines are partly
determined by the combination of the players' individual circumstances. The
players are asked to record their weight, calorie intake, and exercises each
morning using an app on their smartphone. Explain how you would motivate
the players to provide this data every day before setting off for the training
ground.
8.4 Choose an online, social web site, such as Facebook, YouTube, or Yelp.
Sketch several tasks that can be done by users with the site. Describe the
intrinsic and extrinsic motivation(s) for users to perform those tasks. Do the
same for an online course site, and for an online game. Note at least four
insights that arise from doing this analysis.
8.5 Consider the organization where you currently work (or are a student). Try to
identify at least two people within that organization who are simultaneously
members of several teams, and explain where the boundaries occur that
delineate those teams.
8.6 Find a game that is designed to help someone learn a complex skill, such as
World of Warcraft. Examine what components of that game are training
individual skills and what are training social skills. Also, note if the game has
collaborative or competitive or educational elements across learners.
8.7 Consider how forming, storming, norming, and performing can be done
without technology and with technology for group class projects. Consider
how these processes are done and could be done better in the workplace.
8.8 Generate a job description with at least eight activities for an office job where
telecommuting occurs (e.g., sales, professor, management, software engineer,
student). Discuss how technology might replace or support doing each task
and note how many of these tasks can and cannot be performed remotely and
what social activities are included. Using this analysis, provide suggestions for
teleworkers.
References
Abelson, R. P., Frey, K. P., & Gregg, A. P. (2004). Experiments with people: Revelations from
social psychology. Mahwah, NJ: Erlbaum.
Bales, R. F., & Borgatta, E. F. (1955). Size of group as a factor in the interaction profile. In A.
P. Hare, E. F. Borgatta, & R. F. Bales (Eds.), Small groups: Studies in social interaction (pp.
495-512). Toronto: Random House.
Bales, R. F., Strodtbeck, F. L., Mills, T. M., & Roseborough, M. E. (1951). Channels of
communication in small groups. American Sociological Review, 16, 461-468.
Bateson, N. (1966). Familiarization, group discussion and risk taking. Journal of Experimental
Social Psychology, 2, 119-129.
Benenson, J. F., Gordon, A. J., & Roy, R. (2000). Children's evaluative appraisals of competition
in tetrads versus dyads. Small Group Research, 31(6), 635-652.
Birnbaum, R. (1988). How colleges work. San Francisco: Jossey-Bass.
Bly, S., & Churchill, E. F. (1999). Design through matchmaking: Technology in search of users.
Interactions, 6(2), 23-31.
Bogardus, E. S. (1933). A social distance scale. Sociology and Social Research, 17, 265-271.